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It addresses concerns about placing teachers in “Unsatisfactory” or “Needs Improvement” based on limited evidence within a domain. The document explains requirements for an instructional framework, alignment to Illinois Professional Teaching Standards, use of rubrics, evaluator expectations, interrater reliability, and guidance on weighting components and defining decision 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\nRegarding Evaluating Teacher Practice and Understanding Summative Ratings  \nThis document is intended to provide non-regulatory guidance on the subject matter listed above.  \nFor specific questions, please contact the person(s) identified in the document.  \nTony Smith, Ph.D., State Superintendent  \nPrinted by AFL-CIO (AFSCME Local \\#288 and IFSOE Local \\#3236) Employees  \nPEAC Guidance to Schools and Districts  \nGuidance Regarding Evaluating Teacher Practice and Understanding Summative Ratings  \nThere are concerns that some teachers are being placed in the “Unsatisfactory” and “Needs Improvement” categories based on an “Unsatisfactory” or “Needs Improvement” rating in as little as one component of one domain used to assess a teacher’s practice.  \nAs this is not a practice recommended by the Performance Evaluation Advisory Council (PEAC), the PEAC is providing the following guidance for school districts to consider as they develop and implement their evaluation systems.  \nThis guidance focuses on the evaluation of teacher practice as it relates to a teacher’s summative rating.  \nSummative Ratings  \nThe Performance Evaluation Reform Act (PERA) requires that by no later than the 2012–13 school year, school districts must use a four-category rating system for both principal/assistant principal and teacher evaluations (“Excellent,”“Proficient,”“Needs Improvement,” and“Unsatisfactory”) . PERA and the PERA Administrative Rules require that the plan consider the professional practice of the teachers and, by a district’s statutory implementation date, data and indicators of student growth.  \nInstructional Framework for Use in the Evaluation of Teacher Practice  \nSchool districts must identify an instructional framework for use in the evaluation of teacher practice “that is based on research regarding effective instruction ; addresses at least planning, instructional delivery, and classroom management; and aligns to the Illinois Professional Teaching Standards”(PERA Administrative Rules, Section 50.120(a)) .“The instructional framework shall align to the roles and responsibilities of each teacher who is being evaluated”(PERA Administrative Rules, Section 50.120(a) (1)) . In addition,“the evaluation plan shall contain a rubric to be used in rating professional practice that aligns to the instructional framework” being used (PERA Administrative Rules, Section 50.120(a) (2)) .  \nIn fact, most school districts (including many through their PERA joint committees or teachers union) have elected to use one of several instructional frameworks that are being employed in districts across the country (i.e., Danielson’s Framework for Teaching, Marzano’s Teacher Evaluation Model, or other research-based frameworks) . Those frameworks define a set of teaching practice domains and provide a rubric that describes multiple levels of performance for the components being evaluated.  \nPERA required that evaluators be prequalified by September 1, 2012 (Illinois School Code 105 ILCS 5/24A-3). During the Illinois Growth Through Learning prequalification training, evaluators were trained to collect appropriate evidence, align evidence to a framework, and make professional judgments regarding teaching performance levels based on the evidence collected. Evaluators were expected to demonstrate interrater reliability as a part of this evaluation process, a key part of district considerations regarding the rating of teaching practice.  \nWeighting the Components of Teacher Practice  \nNeither PERA nor its Administrative Rules define the relative weights ofthe components of teacher practice or how ratings of components of teacher practice are to be combined into a final rating of teacher practice. School districts are charged with making those decisions. Again, many districts are doing this through their PERA joint committees or teachers union.  \nPEAC re","cbCaijPmuIDLb89H","https://ap.wps.com/l/cbCaijPmuIDLb89H","pdf",111693,"English","# Summative Ratings\n## Instructional Framework Requirements\n## Evaluator Qualification and Evidence Collection\n## Weighting Components of Teacher Practice\n## Minimum Performance Levels and Decision Rules","[{\"question\":\"Why does PEAC provide this guidance to schools and districts?\",\"answer\":\"PEAC addresses concerns that teachers may be classified as “Unsatisfactory” or “Needs Improvement” based on an “Unsatisfactory” or “Needs Improvement” rating from only a limited portion of one domain, which PEAC does not recommend.\"},{\"question\":\"What instructional framework must districts use for evaluating teacher practice?\",\"answer\":\"Districts must use a research-based instructional framework aligned to the Illinois Professional Teaching Standards and address planning, instructional delivery, and classroom management.\"},{\"question\":\"How should districts approach combining component ratings into a summative rating?\",\"answer\":\"Districts are responsible for setting relative weights for domains/components and for defining decision rules that establish the minimum performance level required for each summative rating category.\"}]","PEAC Guidance to Schools and Districts - Guidance Regarding Evaluating Teacher Practice and Understanding Summative Ratings | PDF",1791602411,18]